Lulut Dwi Novanca, Onik Farida Ni'matullah, Dwi Fauzia Putra, Roni Alim Ba'Diya Kusufa

Pengaruh Persepsi Siswa Tentang Pelajaran IPS dan Motivasi Belajar Terhadap Hasil Belajar Siswa

Introduction

Pengaruh persepsi siswa tentang pelajaran ips dan motivasi belajar terhadap hasil belajar siswa. Teliti pengaruh persepsi siswa terhadap pelajaran IPS & motivasi belajar pada hasil belajar siswa SD. Motivasi belajar terbukti signifikan memengaruhi hasil belajar, sementara persepsi IPS tidak. Studi kuantitatif.

Abstract

The influence of students' perceptions about Social Sciences (IPS) lessons and learning motivation on elementary school (SD) students' learning outcomes is very significant in determining their academic success. The main objective of this research is to determine the influence of students' perceptions of social studies lessons and learning motivation on student learning outcomes at SDN 3 Mentaraman. This research is quantitative research with a correlational survey nature. The population in this study was all class V students at SDN Gugus 2 Donomulyo District, totaling 90 students. The sampling technique used in this research was total sampling. The type of instrument is a questionnaire. The data analysis technique uses multiple linear regression tests. Based on the results of the multiple linear regression test, it is known that students' perceptions about social studies lessons and learning motivation on student learning outcomes together have an influence on student learning outcomes as evidenced by a significant value of 0.000. The student perception variable about social studies lessons has a significant value of 0.307, meaning that students' perceptions about social studies lessons do not have a significant effect on learning outcomes. Based on partial regression testing, it is known that learning motivation has a significant value of 0.000. With this, learning motivation has a significant effect on learning outcomes, so the second hypothesis is accepted.

Review

This study investigates the crucial interplay between students' perceptions of Social Sciences (IPS) lessons and their learning motivation in shaping academic outcomes for elementary school students. The topic is highly relevant to educational practice, as understanding these factors can directly inform pedagogical strategies aimed at improving student achievement. The primary objective, to determine the influence of these two variables on learning outcomes at SDN 3 Mentaraman, is clearly articulated, providing a focused scope for the research. The findings, particularly the strong emphasis on learning motivation, contribute valuable insights into the dynamics of elementary education in the specified context. From a methodological standpoint, the research employs a quantitative, correlational survey design, which is appropriate for examining the relationships between the identified variables. The use of total sampling for a population of 90 fifth-grade students from SDN Gugus 2 Donomulyo District ensures comprehensive data collection from the target group. Furthermore, the application of multiple linear regression for data analysis is a suitable statistical technique for assessing both the combined and individual effects of the independent variables on student learning outcomes. However, the abstract lacks crucial details regarding the measurement of "student learning outcomes" (e.g., standardized tests, specific assignments, grades) and the validity and reliability of the questionnaire instrument used, which are essential for evaluating the rigor and trustworthiness of the data. The findings reveal that while the combined effect of students' perceptions about IPS and learning motivation significantly influences learning outcomes, the individual effect of students' perceptions about IPS lessons is not statistically significant. Conversely, learning motivation demonstrates a highly significant positive effect on learning outcomes. This distinction is a key takeaway, underscoring the paramount importance of fostering student motivation in elementary education, even potentially over direct perceptions of a specific subject. Future research could delve deeper into the reasons behind the non-significant impact of IPS perception, perhaps exploring mediating factors or refining the measurement of perception. Additionally, a more detailed discussion of practical implications for educators, specifically in designing interventions to boost motivation, would further enhance the value of this study.

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